Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing.

Berninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Begay, Kristin; Coleman, Kristina Byrd; Curtain, Gerald; Hawkins, Jill Minich; Graham, Steve

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Peer reviewed

ERIC Number: EJ648503

Record Type: Journal

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0663

EISSN: N/A

Teaching Spelling and Composition Alone and Together: Implications for the Simple View of Writing.

Berninger, Virginia W.; Vaughan, Katherine; Abbott, Robert D.; Begay, Kristin; Coleman, Kristina Byrd; Curtain, Gerald; Hawkins, Jill Minich; Graham, Steve

Journal of Educational Psychology, v94 n2 p291-304 Jun 2002

Third graders with low compositional fluency were randomly assigned to four time-equated treatments in an instructional experiment: spelling, composing, combined spelling plus composing, and treated control. All treatments increased compositional fluency. Results are related to the simple view of writing that integrates diverse theoretical traditions and instructional practice. (Author)

Descriptors: Aptitude Treatment Interaction, Childrens Writing, Elementary Education, Grade 3, Outcomes of Education, Spelling Instruction, Teaching Methods, Writing Instruction, Writing Skills

Publication Type: Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

What Works Clearinghouse Reviewed: Meets Evidence Standards without Reservations

WWC Study Page: http://ies.ed.gov/ncee/wwc/study/74397

IES Cited: ED533112

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